Source: Mathematics Teacher Education and Development, Vol 17, No 2 (2015)
The present study follows three teachers through a practice-based elementary methods course.
Weekly class sessions took place in an elementary school. The course was focused on learning teaching practices through planning, rehearsing, enacting and reflecting on routine instructional activities that travel back and forth between field-based methods course and field placements.
All three teachers grew in their capacity to lead goal-directed lessons by eliciting and responding to students’ thinking. The analysis connects the teachers’ learning to the intentional design of the methods course.